Teacher Goal Setting Module
Module Outline
Outline
This module is divided into four topics.
• Part A: Overview
• Part B: End of Year Expectations
• Part C: Current Level of Student Understanding
• Part D: Impact on Student Learning
Preparation
In preparation for the activities that follow, take time to access:
Teacher Goal Setting Template
Teacher Goal Setting Sample Matrix (to be posted)
ELA Goal Setting Case Study (to be posted)
Math Goal Setting Case Study (to be posted)
2
PART A:
OVERVIEW
Goals
By the end of this module, you will be prepared set student learning goals that:
• reflect the most important content/skills in a given subject
• drive instruction throughout the year
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Compass Improvements
Louisiana educators helped create a more authentic educator evaluation process.
The Act 240 Subcommittee reviewed Compass and noted that all schools need a
leader who:
1. Sets academic improvement goals and the direction for the school
2. Implements structures and processes designed to improve instruction
3. Uses multiple measures to evaluate and provide feedback to all teachers
The Department will support principals in this work through:
• Policy Improvements based on recommendations
• Resources to provide principals support with instructional decisions
• Direct supports that target school-wide instructional structures and skill
development
Louisiana Believes.
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Compass Improvements: Policy
Policy Improvements based on recommendations:
1. Transition policies extended to ensure all educators and students have time to
learn higher expectations
2. Trusting principals through removal of the ineffective override
3. Multiple measures of student growth considered for teachers
4. Aligned principal accountability through goals based in SPS
Louisiana Believes.
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Compass Improvements:
Transition Policy
Transition Policy
“Time to learn” policies extended through 2015-2016 to establish a two year
baseline.
Teacher Accountability
• For the 2013-2016 school years, transitional student growth data (TSGD)
produced for use.
• At the evaluator’s discretion, TSGD can be used as a measure of student growth.
• LEAs may define local rules pertaining to the use of such data.
Transition policies are also in place for school and student accountability. Click here
for more information.
Louisiana Believes.
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Compass Improvements:
Overview
Policy Improvements based on recommendations
Improvements
Samples
and
Details
2014-2015
2015-2016
2016-2017
No Changes
Removal of
Ineffective Override
VAM is available
Professional
Practice:
3
Professional
Practice:
3
When assigning a final student
growth score, the administrator
may adjust the value-added
rating by plus or minus one rating
level, based on the teacher’s
student learning target
performance.
Student Growth:
1
Student Growth:
1
Overall:
Ineffective
(Override)
Overall: 2
(Effective Emerging)
Value-added data will not be
available in 2013-2014, 20142015, or 2015-2016. In advance of
2016-2017, the Department will
provide updated guidance to
support the use of VAM in the
teacher evaluation process.
Compass Improvements:
Multiple Measures 2015-2016
STUDENT GROWTH IN LEARNING
Progress towards pre-determined student learning targets shall inform the
student growth component of the evaluation.
A minimum of two student-learning targets shall be identified for each teacher.
Student learning targets shall include goals:
• which express an expectation of growth in student achievement over a given
period of time
• use common measures for assessing attainment of those goals, such as an
identified assessment and/or a body of evidence
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Compass Improvements:
Multiple Measures 2016-2017
STUDENT GROWTH IN LEARNING WHEN VALUE ADDED DATA IS AVAILABLE
• Progress towards pre-determined student learning targets shall inform the
student growth component of the evaluation.
• A minimum of two student-learning targets shall be identified for each
teacher.
• When assigning a final student growth score, the administrator may adjust
the value-added rating by plus or minus one rating level, based on the
teacher’s student learning target performance (e.g., the overall student growth
rating may be a 2.0 (effective: emerging) or 4.0 (highly effective) if the valueadded rating is 3.0 (effective: proficient)).
Value-added data will not be available in 2013-2014, 2014-2015, or 2015-2016. In advance
of 2016-2017, the Department will provide updated guidance to support the use of VAM in
the teacher evaluation process.
Louisiana Believes.
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Compass Improvements:
Principal Goal Setting
PRIOR TO 2015-2016: Principal set a minimum of two goals, which express an expectation of
student growth. SPS available for use as the measure of student growth.
BEGINNING 2015-2016: Principals will set goals where two are based on SPS with:
• One goal based on overall SPS improvement
• One goal aligned to components of school performance improvement
Sample Principal Goals: PRIOR to 2015-2016
Goal 1: 80% of students in grade 3 will meet or exceed 80% proficiency on the end of year teacher
administered math fluency assessment.
Goal 2: 80% of my teachers will score a 3 or higher on their end of year Compass ratings.
Sample Principal Goals: BEGINNING 2015-2016
Goal 1: Current year student achievement, as measured by SPS, will meet or exceed _______ which is
an increase of ______ points in overall SPS.
Goal 2: Current year student achievement, as measured by the Math Assessment Index, will meet or
exceed ________.
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Teacher Goals: Overview
All teachers set goals that identify student learning expectations for the
most important content/skills in a given subject.
These goals reflect a commitment on the part of the teacher to use:
• Effective instructional practices
• Quality assessment plans that support students in meeting the identified
expectations
Educator goals should be:
• Ambitious and grounded in school-wide student achievement goals
• Aligned to what students should know and be able to do by the end of the
course/year
• Determined using appropriate student diagnostic data
• Assessed using quality aligned assessments
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Compass Framework: Goals (SLTs)
The Compass Framework is a tool that empowers educators to consider multiple sources of data
when determining teacher effectiveness . This applies to the professional practice (qualitative)
component as well as the student growth (quantitative).
TEACHER EFFECTIVENESS: STUDENT GROWTH MEASURES 2015-2016
Progress towards pre-determined student learning targets shall inform the student growth
component of the evaluation.
A minimum of two student-learning targets shall be identified for each teacher. Studentlearning targets shall include goals:
• which express an expectation of growth in student achievement over a given period of time
• use common measures for assessing attainment of those goals, such as an identified
assessment and/or a body of evidence
TEACHER EFFECTIVENESS: AVAILABLE DATA 2015-2016
All Teachers: A minimum of two student-learning targets shall be identified for each teacher to
inform the student growth component of the evaluation. Using guidance from the Department
and their district, principals and teachers should collaborate to identify data that accurately
communicates teacher impact on student learning over the course of the year.
13
Louisiana Believes.
Teacher Goals: Overview
In the past, what tools and resources have you accessed to ensure goals are:
• Ambitious and grounded in school-wide student achievement goals
• Aligned to what students should know and be able to do by the end of the
course/year
• Determined using appropriate student diagnostic data
• Assessed using quality aligned assessments
Louisiana Believes.
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Teacher Goal Setting Process: Overview
•
•
•
•
•
•
Setting Goals
Priority Content/Skills and EOY Assessment
Baseline and Diagnostic Data
Focus Student Population
Target Statement and Scoring Plan
Monitoring Progress
End-of-Year Reflection
•
•
•
•
•
•
RESOURCES
Teacher Resources by
Grade/Subject
Sample Goals
Eagle
Assessment Guidance
Teacher Goal Setting
Worksheet
CIS Entry
PRINCIPAL NOTE: SUPPORTING TEACHER GOAL SETTING
• Communicate school wide progress toward goals and expectations for student success.
• Given the individual roles of teachers and other educators, ensure student achievement
expectations are realistic.
• Provide access to quality tools and resources to ensure understanding of expectations.
Louisiana Believes.
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Teacher Goal Setting Worksheet
Teacher Goal Setting Worksheet
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PART B: END OF YEAR EXPECTATIONS
Goals: End of Year Expectations
PRIORITY CONTENT/SKILLS
Questions to Answer
Steps to Take
 What should students know and 1. Access teacher resources by
be able to do by the end of the
grade/subject to understand what
year?
students should know and be able to do
 What content and skills will I
by the end of the year.
prioritize?
2. Access the appropriate assessment
 What standards are most tied to
guidance to gain understanding of the
success?
content and skills to be prioritized.
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End of Year Expectations & Assessment
EOY ASSESSMENT
Questions to Answer
Steps to Take
 What assessment will provide the 1. Access the appropriate standards and
best evidence that students have
assessment guides to gain
met the end of year expectations?
understanding of what end of the year
 How will this assessment be
success looks like.
administered?
2. Access Eagle and other assessment
 Will the results be available to
resources to develop summative
engage in end of year reflections?
assessments when statewide
assessments are not available.
ACTIVITY
Access one of the Goal Setting Case Studies (ELA or Math) and review the text in items 1-3
found on pg. 3.
Given your role:
• what is similar about the process you will use?
• what would differ?
• what resources do you have access to as you complete this step?
Louisiana Believes.
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PART B: BASELINE AND DIAGNOSTIC DATA
Goals: Baseline & Diagnostic Data
BASELINE AND DIAGNOSTIC DATA





Questions to Answer
What do students know and what are
they able to do now?
What prior year knowledge/skills are
related to success this year?
What data sources and background
information are available?
What diagnostic assessment resources
are available?
What can I conclude about students’
mastery of prior knowledge and skills?
1.
2.
3.
4.
Steps to Take
Access teacher resources by grade/subject to
identify what students should already know
and be able to do that is most tied to success
this year.
Identify available prior year assessment data
given the grade and subject.
Identify or create diagnostic assessments to
administer at the beginning of the year.
Use multiple sources of data that best inform
the goal setting process for your students.
ACTIVITY
Access one of the Goal Setting Case Studies (ELA or Math) and review the text in item 4 found
on pg. 4.
As you prepare to set goals in 2015-2016 and given your role,
• what knowledge/skills are most critical for student success in the course/grade you teach?
• how would the baseline/diagnostic assessment process differ?
Louisiana Believes.
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Goals: Focus Student Population
FOCUS STUDENT POPULATION
Questions to Answer
 Which subgroups in my school population need additional support to achieve success?
 Which individual students will need additional support to achieve success?
 How can I set goals for all of my students?
REFLECTION
Given your role and as you think about setting goals in 2015-2016,
• what data is available to identify student focus groups?
• how will you consider groups of students when setting goals? How does this differ from
last year?
• how does this step support instruction and student achievement throughout the year?
Louisiana Believes.
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Goals: Teacher Sample Matrix
STEP 2
STEP 1
Review each of the following
descriptors and given your role, mark
all that apply.
PreK teacher
elementary or middle school teacher
high school teacher
Career Technical Education (CTE) teacher

Access sample goals that align to the descriptors you identified. For
each sample and step within, identify the actions that support teaching
and learning.
English
Individual Learning
Targets
EOC
Math
District
Social Studies
Assessment
(NEW)
Individual Student
Social
4x 4 Block
Goals
Studies
ELA
Welding (NEW)
Daily Learning Goals
(NEW)
Multi-Grade:
FitnessGram
Multiple Grades –
Individual Targets
(Math)
Skill Mastery – One
Student
End of Year
Assessment: Written
& Performance
Multiple Grades –
Individual Targets
(NEW)
Career Portfolio
Academic
teacher of multiple grade levels
Research
Individual
Learning Targets
school librarian
Research
teacher at an alternative setting
Health and Physical Education teacher
teacher of students with disabilities
roster includes a small number of students
visual or performing arts teacher
school counselor
Louisiana Believes.
Advanced
Placement
Individual
Learning
Targets
Portfolio
Assessment
Advanced
Placement
Portfolio
Assessment
ACT
PersonalSocial
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Teacher Goals:
Focus Student Population
FOCUS STUDENT POPULATION
Steps to Take
1. Review individual student data and identify areas of strength and weakness.
2. Review historical data for students to identify students at-risk or not meeting
expectations.
3. Identify areas of weakness across all students and among groups of students.
4. Review school-wide goals for opportunities to focus on groups of students
and/or content areas.
5. Collaborate with students to set individual end of year goals.
6. Formulate annual goals that reflect the focus population you have identified.
ACTIVITY
For the sample you reviewed, what evidence do you see that the teacher engaged
in the steps above?
How can you use what you learned from the review to support goal setting in
2015-2016?
Louisiana Believes.
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PART C: IMPACT ON STUDENT LEARNING
Teacher Goals:
Impact on Student Learning
TARGET STATEMENT
Questions to Answer
 What level of performance on the end-of-year assessment do I
expect?
 How will I measure my students’ success?
 Given students’ baseline data:
• what is the minimum level of performance I expect from the
identified students?
• how many students can reasonably be expected to meet or
exceed the expected level of performance?
Louisiana Believes.
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Teacher Goals:
Impact on Student Learning
TARGET STATEMENT
Steps to Take
1. Write ambitious goals that reflect the identified priorities (content, skills and
student data)
2. For each goal, select an achievement level that reflects “considerable impact on
student learning” (Full Attainment)
3. For each goal, select an achievement level that reflects “outstanding impact on
student learning by surpassing the target by a meaningful margin” (Exceptional
Attainment)
4. For each goal, identify an achievement level that reflects “some impact on
student learning, but does not meet the target.” (Partial Attainment)
ACTIVITY
For the sample you reviewed, what evidence do you see that the teacher engaged
in the steps above?
How can you use what you learned from the review to support goal setting in
2015-2016?
Louisiana Believes.
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Teacher Goals:
Scoring Plan
SCORING PLAN
Insufficient
Partial Attainment of Full Attainment of
Attainment of Target Target
Target
(1 point):
(2 points):
(3 points):
The teacher has
The teacher has
The teacher has
demonstrated an
demonstrated some
demonstrated a
insufficient impact on impact on student
considerable impact
student learning by
learning, but did not on student learning
falling far short of the meet the target.
by meeting the target.
target.
Exceptional
Attainment of Target
(4 points):
The teacher has
demonstrated an
outstanding impact
on student learning
by surpassing the
target by a
meaningful margin.
GUIDING QUESTIONS
 Explain how the the target you set will indicate that you “demonstrated a considerable
impact on student learning.”
 Explain how the scoring plan you defined reflects “outstanding impact on student learning
by surpassing the target by a meaningful margin.”
Louisiana Believes.
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Teacher Goals: Impact on Student Learning
ACTIVITY
Access one of the Goal Setting Case Studies (ELA or Math) and review the scoring plan
and other information that follows to respond to the following.
SCORING PLAN
What evidence of the following is reflected in the scoring plan?
• Ambitious and grounded in student achievement
• Determined using appropriate student diagnostic data
• Measured using quality aligned assessments
GOALS AND EVALUATOR COMMENTS
• Does the explanation provided by the teacher support “considerable impact” and
“outstanding impact”? Explain.
• Does this example lead you to change the way you approach the goal setting process?
Explain.
END OF YEAR CONVERSATION
In the End of Year Conversation, what evidence is provided related to the goals the teacher
set at the beginning of the year?
How do the end of year reflection questions influence the way you approach this process of
goal setting in 2015-2016?
Louisiana Believes.
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Closing Reflection
REFLECTION
What information (learned today) will you use to ensure your goals are:
• Ambitious and grounded in student achievement
• Determined using appropriate student diagnostic data
• Measured using quality aligned assessments
Given your current role as a teacher leader or someone supporting teachers:
• How will you redeliver this information to assist other teachers in your
school/district?
• What part of this presentation will be most helpful as you assist your peers
with the process of setting goals?
Louisiana Believes.
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APPENDIX: DEEPEN UNDERSTANDING
2015-2016 Goal Setting
Teacher Goal Setting: Principal Support
Principals support the goal setting process by:
• Communicating school-wide progress toward goals and expectations for student success
• Ensuring the student achievement expectations are realistic given teacher role and expertise
(e.g., goals align to school goals, instructional responsibility and content expertise)
• Providing access to quality curricular and assessment tools and resources to ensure
understanding of subject and grade level expectations.
• Understanding that:
 some subjects have prerequisite content/skills clearly identified while others require
teachers to collaborate and identify the content/skills that typically lead to success in
the given grade/subject.
 student data related to goal setting is gathered at the beginning of the year and provide
the teacher with information about individual student understanding. Teachers should
be accessing this information throughout the year as they plan and instruct.
 student data vary from classroom to classroom. Therefore, it is unlikely teachers will set
identical targets but should reflect student achievement expectations that are
meaningful and attainable.
Louisiana Believes.
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End of Year Reflection (1 of 2)
KEY ACTIONS
 Determine the extent to which annual goals were met/not met
 Identify strengths and weaknesses in practice
 Develop an action plan for making improvements prior to next
year to include:
• identified improvement areas
• specific actions taken
• support needed
• professional development activities



RESOURCES
Compass
Teacher Rubric
Compass
Resources
Louisiana
Teacher Leader
Events
PRINCIPAL NOTE
End-of-the year conversations set the stage for teachers to independently and collectively
(grade and subject levels) reflect on the impact they had on student achievement as
measured against the goals they set. Student outcomes and teacher professional practice
are at the center of these conversations and guide teachers as they prepare for the next
school year.
Louisiana Believes.
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End of Year Reflection (2 of 2)




•
•
•
REFLECTION QUESTIONS
What led to/hindered student success?
What changes in practice took place this year? What additional changes need to
take place?
What resources are available or needed to support my success and that of my
students?
How did data inform my instruction this year? How will the data collected this
year help plan for future instruction?
DISCUSSION
Which question is the easiest to reflect upon and respond to?
Is there a question that is a challenge to respond to? Explain.
What connections can be made between such a reflection and preparing to set
goals next year?
Louisiana Believes.
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Understanding Results:
School Performance Scores
The components of the School Performance Score (SPS) create a picture of how schools
are progressing toward their goals.
Grade
Configuration
K-7 (Elementary)
K-8, 7-8 (Middle)
9-12 (High)
Louisiana Believes.
Performance
100% assessments
+ Progress Points
95% assessments
+ 5% (dropout/credit accumulation index)
+ Progress Points
25% assessments
+ 25% ACT
+ 25% Cohort Graduation Rate
+ 25% Graduation Index
+ Progress Points
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2015-2016 Academic Support Updates
Louisiana Student Standards and Assessment Update
This session, legislative leaders, BESE leaders, and the Department announced an
agreement that will provide clarity, consistency, and transparency for teachers, students,
and parents on issues of academic standards and tests.
The 2015-2016 Louisiana Student Standards review process, approved by BESE and signed
into law by the Legislature, includes two phases:
1. An online review that allows the public to review the current ELA and math standards
and submit comments via the Standards Review Portal. All feedback received during
this period will be posted online and shared with the Standards Review Committees
to inform their work.
2. A professional review process by committees of Louisiana educators, content
experts, postsecondary education leaders, business and industry leaders, and parents
that will meet August 2015 - February 2016.
The standards will then be approved by BESE in March, 2015.
Please contact [email protected] with questions.
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2015 - 2016 Assessment Overview
The Department continues its transition to higher expectations and will implement
assessments in 2015-2016 in accordance with new legislation. The 2015 – 2016 assessments
in ELA and math will measure Louisiana's current standards and the assessment will
maintain the same question types as the past school year.
The Department released four RFPs for the 2015-2016 assessments. Proposals will be
received and reviewed in September with contractors announced in October. To view an
overview of what was included in those RFPs access the links below.
• LEAP 2016 Math and ELA requests content for the 2015-2016 only, grades 3-8
• LEAP 2025 Social Studies requests content for grades 3-8 and U.S. History assessments
• LEAP 2025 Science requests content for grades 3-8 and Biology future assessments
Immediately following the confirmation of those contracts, districts and teachers will
receive assessment guides and practice tests (early winter.) To see all available resources to
begin the school year see the following slide.
Please contact [email protected] with questions.
Louisiana Believes
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2015-2016 Assessment Changes
Grade
Subject
2014-2015 Assessment
2015-2016 Assessment
ELA
LEAP and iLEAP: PARCC Test
Same standards, same item types
Math
LEAP and iLEAP: PARCC Test
Assessment guides and practice tests
released in November/December after
contracts are awarded.
Science
LEAP and iLEAP
LEAP and iLEAP
Social Studies
LEAP and iLEAP
Field test; grade specific only
All subjects
ACT series, including Explore, Plan,
WorkKEYS, Advanced Placement & CLEP
ACT series, including Explore, Plan,
WorkKEYS, Advanced Placement & CLEP
ELA
English II EOC
English III EOC
English II EOC
English III EOC
Math
Algebra I EOC
Geometry EOC
Algebra I EOC
Geometry EOC
Science
Biology EOC
Biology EOC
Social Studies
US History EOC
US History EOC
ELA, Math, Science
(varies by grade level)
LAA1
LAA1
ELA, Math, Science, Social
Studies (varies by grade level)
LAA2 eligible testers entering high
school prior to 2014-2015
LAA2 eligible testers entering high school
prior to 2014-2015
ELDA
ELDA
Grades
3 to 8
High School
Alternate
Assessments
English Language
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2015-2016 Assessment & Accountability
Month
August
Assessment
Administration
N/A
September DIBELS
DSC
Louisiana Believes
Release of Assessment & Accountability Results
Released in Summer 2015:

14-15 Explore/PLAN results: Summary reports and
student files were sent to districts the week of May
11.

Grades 3-8 Science and Social Studies Results:
Student results were released the week of June 8 in
LEAP web. District results were emailed to
Superintendents on June 11.

14-15 EOC Results: Student results are available in
the EOC test system. District and school level results
were released here the week of July 20.

ACT: School and district summary reports were
released in the FTP the week of July 13. Statewide
summaries can be found here.

AP/IB/CLEP: District and state level reports will be
released the weeks of August 3 and 10
N/A
Assessment Resources and Support






15-16 assessment calendar
Assessment RFP Overviews
2014-2015 Assessment Guides for
LEAP and iLEAP Science; English II
EOC; English III EOC; Algebra I EOC;
Geometry EOC; Biology EOC; US
History EOC; LAA1
2014-2015 Practice tests for LEAP
and iLEAP
Eagle: K-12 math, ELA, and science
Supervisor Collaboration: sessions
on 15-16 assessments and
communicating 14-15 results
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2015-2016 Assessment & Accountability
Month
Fall 2015
Assessment Administration
EOC
Release of Assessment &
Accountability Results
 14-15 PARCC ELA and
Math Student Reports
 District and public
report cards


Winter 2015
Assessment Resources and Support

Principal report cards

Transitional Student

Growth Data for Grades

3-8 ELA/math

Spring 2016 


2015-2106 Assessment Guides :
- LEAP 2016 Math grades 3-8
- LEAP 2016 ELA grades 3-8
- LEAP 2025 Social Studies grades 3-8 field
test only
Parents’ Guide to 14-15 Results
Teachers’ Guide to 14-15 Results
Teacher Leader Collaborations (Nov): session
on how to communicate results with parents
2015-2016 Practice Test:
- LEAP 2016 math and ELA
- Social studies (TBD)
Grades 3-8 ELA, Math,
Science, and Social
Studies (field test only)
EOC
ACT, Explore, Plan,
WorkKEYS, Advanced
Placement & CLEP
Louisiana Believes
42
2015-2016 Compass Updates
Compass Improvements 2015-2016
Louisiana educators helped create a more authentic educator evaluation process.
The Act 240 Subcommittee reviewed Compass and noted that all schools need a
leader who:
1. Sets academic improvement goals and the direction for the school
2. Implements structures and processes designed to improve instruction
3. Uses multiple measures to evaluate and provide feedback to all teachers
Louisiana Believes.
44
Compass Improvements 2015-2016
Compass Policy Improvements based on recommendations:
• Extend the transition policy (time to learn) through 2016
• Remove ineffective override
• Principals must set goals based on SPS
• Evaluators use of multiple measures to determine teachers final evaluation score
• No changes related to observation requirements were approved
Tools and Resources
• Louisiana Principals’ Teaching and Learning Guidebook
• Compass & Principal Goal Setting Session Materials
• Recommended Targets & Guidance: K-8, High School, Combination
• Principals of K-2, Alternative, and Career Schools: Guidance scheduled for release
later this month.
• Compass Modules
• Updated Bulletin 130
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Compass Improvements 2015-2016
Teacher Goal Setting Resources
• Teacher Leader Summer Session: Goal Setting for Teachers
• Goal Setting Guidance
Additional Resources
• Teacher Goal Setting Module – for release this month
• Additional Samples – for release this month
• Teacher Leader Regional Sessions - September
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Observation and Feedback: Tools and Resources
Louisiana Principals’ Teaching and Learning Guidebook
Compass Teacher Rubric
Compass Leader Rubric
LDE Video Library
Professional Learning Center (New)
Compass Counselor Rubric
ELA - Observation and Feedback Instructional Guide (Teacher Leader Session Materials)
Math - Observation and Feedback Instructional Guide (Teacher Leader Session Materials)
Compass Rubric Resource - Evaluators of Teachers of Students with Significant Disabilities
Compass Professional Growth Plan Guidance
Teacher Support Evidence Collection Form
Compass Information System (CIS)
Teacher Support Toolbox Library
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